Brits in Europe – a new target group for adult education?

A friend sent me a link to a story from a local newspaper in Westphalia, just to the west of Bielefeld. Reporting on a speech by the leader of the local Volkshochschule (VHS, adult education centre), the headline reads: “Brexit drives Brits to the VHS – course fees becoming more expensive’.

VHS Ravensberg

Senior staff at VHS Ravensberg launch their Easter brochure (image from the Westfalen-Blatt)

Whatever the headline might make you think, the story desn’t seek to blame the Brits for raising course fees. Rather, it summarises Ravensberg VHS’s yearly report, which notes that the reduced numbers of asylum-seekers entering Germany have had an effect on demand for adult basic education, and encouraged the VHS to offer its integration courses in workplaces, so as to reach foreign workers.

In the process, Ravensberg VHS has discovered a new target group. “50 percent of the people who take the naturalization test with us, are currently British,” says VHS leader Hartmut Heinze. In Germany, the VHS are reponsible for administering both the test of citizenship knowledge and the language competence assessment, so I speculated that this growth in British candidates is similar elsewhere as people try to manage uncertainty.

As for the rise in tuition fees, that was a more or less logical consequence of the VHS orgnisers’ decision to raise payments to course leaders. Learners will now have to pay 2,40  per 45 minutes of class time instead of 1,90. That’s quite a hike, but still a lot cheaper than the typical course fee in the UK.

 

 

 

 

Adult literacy and Shakespeare

I really enjoyed All Is True, Kenneth Branagh’s new film about the aging Shakespeare. It’s visually stunning and well-performed, and explores a range of contemporary concerns with age, gender, status, creativity, loss, and love, but does so without losing sight of seventeenth century values and hierarchies.

Rather to my surprise, the film also touches on adult literacy. Partly this is one of the film-makers’ ways of emphasising the subordinate position of women, as exemplified by his daughter Susanna’s frustrated ambition to become a poet. And partly it allows the film-makers to reveal something of the relationship between William Shakespeare and Anne Hathaway, played by Branagh and Judi Dench.

Women in the early seventeenth century were rarely schooled, and the film makes much of the fact that Anne – married to the celebrated poet and playwright – is illiterate. Both Susanna and her mother point out that their society expected women to bear children, not read and write. Then towards the end of the film, as Shakespeare falls ill, Anne offers to him her signature as a gift. Her daughters, it transpired, have taught her to write and read.

As with do much Anne and William’s relationship, there is very little evidence to go on, leaving us free to speculate. It’s pretty unlikely that Anne was literate, but we cannot be sure. But the absence of evidence affords the film an opportunity to explore Anne’s personality while reminding us of 17th century views of women’s value. Literacy, Freire reminds us, is power.

Germany’s Volkshochschulen are celebrating their centenary – but who are they?

1919 was the first year of the Weimar Republic, and of course the year in which Germany concluded a peace deal with the Allies. It also witnessed the foundation of many Volkshochschulen, a term which literally translates as People’s High Schools (or universities) but is usually understood to mean adult education centres.

The VHS in Cologne

The VHS are widespread across Germany; the total number in 2017 stood at 895, but most of these will have several centres in their local area. The vast majority are part of the local government system, with the Gemeinde and Kreisen (urban councils and rural districts) playing the dominant role. Overall political responsibility for education, including adult education, lies constitutionally with the Land, with the federal government playing an important supporting part.

Adult basic education, including literacy courses and refugee integration programmes, are an important component of the typical VHS offer. Languages remain the largest programme area (Hamburg’s VHS even offers courses in Plattdeutsch, which I usually think of as a dialect, but some argue is a language). Beyond that the range would be very familiar in most Northern European countries, from local history or adult work skills through ICT to creative writing.

As elsewhere the majority of learners are women (around three-quarters nation-wide). Most fall within the 35-64 age group. My personal impression is that both patterns may have changed slightly since 2015, as the vast majority of the refugees taking integration courses are young men.

Annually the VHS are said to cost around 1.35 billion euros a year. Around 198,000 people are employed in the sector, 95% of whom are on part-time or casual contracts.

Figures from https://www.hr-inforadio.de/programm/das-thema/100-jahre-vhs-fuenf-dinge-die-sie-noch-nicht-wussten,volkshochschulen_fakten-100.html

The coming crisis of adult learning in Scotland

The next two or three weeks will see local councils setting their budgets, in a context of significant reductions in overall spending. This will be a particularly tough year for non-statutory services such as community learning and development (CLD), which encompasses most youth work and adult learning.

CLD has already been reduced in many councils, thanks partly to a government commitment not to increase council tax rates. One result is that there are far fewer experienced professionals in the system, and accordingly fewer people with the knowledge, connections and passion to lobby on CLD’s behalf. The early signs for the coming year though are deeply troubling.

Moray Council has already agreed its budget http://www.moray.gov.uk/moray_standard/page_119975.html, which includes cuts to ESOL of £18,000 in 2019-20 and a further £23,000 in the following year, along with ‘removal’ of its Essential Skills (adult literacy and numeracy) provision. Moray says it is adopting an assets-based approach in these areas, though what that means is so far unclear.

South Lanarkshire meanwhile has justified proposed cuts to employability programmes by the use of digital and online resources, which “will allow more clients to meet their needs through self-service routes at a reduced cost”.

No one is arguing that adult learning is unpopular and uncalled by local residents. On the contrary: when North Lanarkshire Council consulted residents over its proposed cuts, it found that from a long list of 47 options, the restructuring of CLD was second most disliked. And as Scotland’s Learning Partnership has repeatedly emphasised, the evidence of adult learning’s public benefits is now overwhelming.

CLD has a proud tradition and has been a distinctive part of Scotland’s education provision since the 1970s. It has also provided credibility and a learning infrastructure for ventures into community participation in other policy areas. And as other providers have withdrawn or closed down through earlier budget cuts, so CLD has come to serve as the last major form of public adult learning in Scotland. The next weeks are, then, critical.

Adult learning and the European Social Fund – we need to plan for Brexit

Late last year, I raised the question of how adult learning will be funded once European structural funds no longer apply to the UK. This led me to send a Freedom of Information Request to the Department of Work & Pensions, asking for an estimate of how much funding was allocated to adult learning in the UK from the European Social Fund (ESF). The answer is that a lot of adult learning is funded in this way.

esf_skills_funding_agency_logos_1_

Under current arrangements, European structural funds run for the period 2014-2020. According to DWP, a billion euros were allocated during this period for adult learning from  ESF Investment Priority 2.1 alone. This does not account for all support from ESF, as the reply makes clear. And adult learning is also supported through other structural funds, incuding the European Regional Development Fund, Leader, INTERREG, and EQUAL. But ESF provides the main route to funding for adult learning.

new-picture

From DWP reply, 24 January 2017

Unfortunately, DWP wasn’t able to answer two of my follow up questions. I was keen to know how much of the Investment Priority 2.1 allocation was devoted to (a) literacy and (b) adult English learning. Apparently it was not possible for DWP to isolate figures for these two areas of spending. However, it is reasonable to conclude that some ESOL and literacy is funded through ESF, and that it is probably a significant proportion of their total funding.

All this raises the obvious question of what happens next. In principle, there shouldn’t be any problem: the UK pays far more into the structural funds than it receives, so there ought to be money to spare to tackle the problems that the ESF seeks to address. But in practice, there will be plenty of other priorities, so we need to keep an eye on this issue.

In the meantime, I have sent a copy lf DWP’s response tothe following:

If you can think of anyone else who could helpfully see the DWP response, please let me know.

 

 

Brexit and lifelong learning after the European Structural Funds

esf-template

Withdrawal from the European Union is going to be complicated, not least for the future of adult learning. I’ve written previously about the relationship between Brexit and adult learning, but so far I’ve not really given much thought to the role of the Structural Funds, and in particular the European Social Fund, which provides considerable financial support for adult learning across the UK.

For the period 2014-2020, the UK was allocated €3.5 billion. While it is co-ordinated by the Department of Work and Pensions, much of it is handed over to other bodies for allocation; these include the Skills Funding Agency, the Big Lottery Fund, and the Scottish Government. And while ESF funding is allocated to all regions of the UK, it is worth noting that it is disproportionately sizeable and important in Wales.

The UK’s operational plan for ESF spending between 2014 and 2020 is available online here. Its priority areas explicitly include “activities to inspire and encourage lifelong learning and the consequentbenefits of learning”, with a particular focus on funding provision that promotes employability but does not duplicate existing provision or substitute for private funding.

new-picture

From the DWP’s Operational Programme for ESF 2014-2020

The activities supported by the ESF in the UK are remarkably broad, encompassing the Learning and Work Institute’s Festival of Learning, a range of programmes for women workers, and the governmment’s traineeship and apprenticeship programmes. And, above all, ESF helps to fund literacy, numeracy and English learning.

As for the future, the current funding round doesn’t expire until 2020, so there is time to prepare. In thinking ahead to whatever succeeds the Structural Funds, we need to make certain that adult learning is not forgotten. Ideally, the successor programe(s) in Britain will be more flexible and more learner centred, and less bureaucratically cumbersome, than the ESF and ERDF.

As for the future of the Stuctural Funds without the UK, my best guess is that the design work for the 2021-2028 programme has already started in outline. The real work of developing a draft will therefore take place with no UK contribution; and it will finally be negotiated by a European Commission and European Parliament that will look very different in political complexion and priorities to the bodies that agreed the 2014-2020 programme. I’m inclined to doubt whether the post-2020 programme will, then, just be ‘more of the same’.

Save

The European Commission’s thinking on lifelong learning

New PictureThe European Commission has recently published two documents that offer us insights into its thinking on lifelong learning. First, it has issued its Education and Training Monitor for 2015; ostensibly a ‘state of the art’ report, the Monitor also provides insights into the  EC’s current priorities. Second, the Commission has agreed a Communication on its Work Programme for 2016, concentrating on what it calls ‘the big things where citizens expect Europe to make a difference’; one of these ‘big things’, it seems, is skills.

What do these documents together tell us about the Commission’s thinking? Well, it seems reasonable to start by saying that learning and skills are a rather greater priority for the European Commission than they are for most of the member states. Both of the documents also confirm the continuing importance of gender equity in the Commission’s thinking about the labour market. Beyond that, though, the two papers differ in purpose and scope.

To some extent, the Monitor treats adult learners as peripheral. Most of it is devoted to schools, higher education and initial vocational training, with adult basic education and upskilling being classed as examples of the need to modernise vocational education and training systems. Apprenticeships are seen as something for young people, in which learning at school and work are combined, while e-learning and MOOCs are treated primarily as a sub-set of higher education.

So far so familiar. But four pages of the Monitor are devoted to adult learning, focusing on participation rates and the benefits of learning. It asserts – reasonably enough – that there are ‘clear social and economic benefits to engaging adults in continuing learning activities’.

On participation, the Commission notes that in 2009 the member states set a target for 2020 of 15% of working age adults participating in learning during a given four-week period; the current rate stands at 10.7%, with only six member states (Denmark, Sweden, Finland, France, the Netherlands and the UK) reaching the 2020 target.

From the 2015 Monitor

From the 2015 Monitor

The Commission concludes that the weak evidence of progress implies ‘a rethink of adult learning policies’. It then draws on an as-yet-unpublished meta-study of the effectiveness of particular adult learning interventions, which are ranked according to the strength of the evidence. The most effective, according to this exercise, are public co-financing of employer training, aligning provision with skills forecasting, and targeting funding on provision for the disadvantaged and difficult to engage groups.

Quite how the Commission will persuade member states to rethink their adult learning policies is unclear. It can pull some levers – including publishing comparative benchmarking reports like the Monitor – but education is a responsibility of national governments, and at European level it is dealt with under the so-called ‘open method of co-ordination’. This effectively leaves it to the member state to decide whether they take any notice of European-level policies or not – which is why the 2020 targets will be missed.

On the other hand, the Commission does have powers over vocational training. The 2016 Work Programme is going to include a ‘New Skills Agenda’, which takes an explicitly human capital approach to investing in skills throughout life in order to improve competitiveness. This includes raising participation in the labour market by women, but otherwise the new agenda is nebulous in the extreme.

From the 2016 Work Programme

From the 2016 Work Programme

The European Commission has a long record of interest in adult learning. Perhaps its most influential intervention was the European Year of Lifelong Learning, a largely symbolic gesture which nevertheless reached out to governments, providers and other actors such as trade unions and voluntary associations. Much of the excitement that surrounded the European Year has evaporated, as has the social democratic vision of Europe that was associated with its then president, Jacque Delors.

In current circumstances, it probably shouldn’t surprise us to find that the Commission’s view of adult learning is an instrumental and impoverished one. Nevertheless, the fact that the Commission is debating adult learning and skills offers opportunities for advocacy and a chance to try and broaden out the terms of debate.

Funding adult learning in Scotland: the non-formal sector

Neil Findlay, Member of the Scottish Parliament

Neil Findlay, Member of the Scottish Parliament

Neil Findlay, Member of the Scottish Parliament for Lothian, is an inveterate poser of written parliamentary questions. In contrast to the debating chamber, where ministers typically score smarty-pants points off any MSP who challenges them, written questions must be answered. And fortunately, Neil Findlay – a member of the Cross-Parliamentary Group on Adult Learning, is interested in adult learning – presumably because he thinks it an area where the Government is vulnerable.

So far this year he has posed four questions about adult learning, four of them concerning funding. They include this one on Government funding for ‘non-formal adult learning’. Overall, it looks at first sight as though Government has been relatively gentle on this part of the sector. Looking more closely, though, this budget has not changed in cash terms since 2005, and a ten-year standstill in cash terms represents a significant cut in real terms.

New Picture

Incidentally, I ought to make it clear that I have not written this post as a supporter of Mr Findlay’s party, which is Labour. Those who have read earlier posts on the blog know that already, but I don’t think party allegiance counts in this context – adult learning should matter to MSPs from all parties.

Four scenarios for the future of adult education in Britain

From SaveAdultEd.org

From SaveAdultEd.org

There is a pervasive sense of crisis around British adult education. Public funding for adult learning has been slashed, and on this issue at least there are few differences between Scotland, England and Wales. And the decline began well before the Coalition came to power, let alone before George Osborne announced his plans for massive savings from education and training: Ruth Kelly was cutting adult education in 2006.

But at least New Labour had provided new funding for adult learning in the first place, and supported important new initiatives, even if they did pull back later. Now, though, there is little left to cut.

Local councils in England provide minimal adult education, with a heavy focus on basic skills provision; the picture is more variable in Scotland, where some councils maintain most of their adult provision while others have all but withdrawn. Colleges in all three British nations have been told to reduce part-time adult provision and focus on school-leavers and full-time provision. Only a dozen universities still have a department or centre for adult education.

According to Caroline Lucas*, Member of Parliament for Brighton and Hove, “It’s no exaggeration to say that the very existence of adult education is in jeopardy”. I think she exaggerates, but it is true to say that public provision has been slashed, and what is left is likely to be cut further.

At the same time, none of the pressures that created the debate around lifelong learning have gone away, so at some stage in the future there will be new debates, though probably the terms will have changed. And so will the context: many people still want to learn, and quite a few have to learn, regardless of what the government provides. What, then, is the most likely future?

What follows is speculative, less an attempt to predict the future than to think through the possibilities. One of these is that the various campaigns to save adult learning will succeed, that policy-makers will rediscover their love for lifelong learning, and that we will see a return to the levels of funding that existing under the first Blair government. We have strong collective voices for the sector in many European countries, including England and Wales, but not in Northern Ireland where the Assembly shut down the main independent voices.

This, though, has to be a strategy for the long haul. Winning over the policy-makers will take organisation, persistence and patience. After all, it was Labour’s Alan Johnston who derided adult learners as Pilates addicts, Labour’s John Denham who jeered at subsidies for ‘holiday Spanish’. And it will also require a broad coalition of influential allies, just as the older movement for public adult education relied on the support of the trade unions, co-operatives, women’s institutes and churches.

The second possibility is that a strong voluntary adult education movement will emerge and replace part at least of the state sector. The signs here are rather encouraging: the University of the Third Age movement appears to be thriving, and its local associations manage to run a lively programme of classes and events over the whole UK with little or no support from the state. If older adults can build a national self-help movement, why shouldn’t other groups do so?

I’m a great admirer of the U3As, but they do have limits. As a social capital researcher it comes as no surprise to me that its membership largely comprises the like-minded. Not only are they mostly well-educated and drawn from comfortable middle class occupations; the movement is also overwhelmingly white. The risk, then, is that other groups are simply ‘frozen out’ – or indeed exclude themselves – from the U3A.

And while older people have managed to created a sustainable network-type association, other interest groups don’t seem to have done so. There may be sudden collective rushes to the internet when some issue or other comes to the top of the political agenda, but there isn’t much sign of any more sustained and organised framework for supporting collective learning.

A third scenario is privatization. De facto, this is more or less what is happening anyway in the UK – and not just in the UK. The main European research journal on adult learning is putting together a special issue on marketisation and commodification. Eila Heikkila, in her recent overview of adult learning in Finland, noted that the reduction in public funding had helped to create a much more competitive sector, where providers had an interest in differentiating their offer, and thus widening learner choice. Policy-makers may well find this an attractive message.

The difficulty with this scenario is that a market-led system will almost certainly face massive quality problems, at least at its margins, and will gear provision towards profitability rather than any wider social or economic need. At the very least, then, the state is likely to seek at least a minimal role in securing training for groups such as school-leavers or the unemployed, in whom there is a wider political interest. Beyond that, the market will certainly meet the needs of many adult learners, these will be the relatively affluent and well-educated. It probably won’t reach many of the 25 % of EU adults who have completed no formal education beyond lower secondary education.

My fourth scenario is a hybrid future. Public adult learning will continue, but it will adapt and change, particularly through the adoption of digital and mobile technologies. This implies a weaker role for local face-to-face providers, who will increasingly concentrate on those whom new technologies find ‘hard-to-reach’: migrants, refugees, the long-term unemployed, learners with special needs. Public providers will forge partnerships with voluntary and commercial providers, particularly in areas such as workplace learning. While voluntary providers will develop programmes for specific interest groups, commercial providers will sell places on study tours, heritage weekends, bespoke professional qualifications, and so on.

Of these, I find the hybrid model most likely. It will involve some continuing public provision with sporadic attempts at government steering, but will be increasingly dispersed and at least partially privatised. I find it difficult to see how this rather fragmentary and often competitive world will produce anything like a social movement approach, but perhaps that is slightly pessimistic? On the other hand, while I don’t see much sign of an emerging social movement in the real world, there is nothing to stop us taking the long view, and trying to build one.

* I need to declare an interest: I am a member of the Green Party, which Caroline Lucas represents

Green Party policy for lifelong learning

Several people recently took part in a Twitter exchange about the policies of the main parties towards adult learning. I expressed the view that all the main parties – including Labour and the Scottish Nationalists – of cutting public favoured reduced spending on what was already a very small field. Effectively, their policy means privatised provision for those who can afford it, and minimal public provision geared to narrowly instrumental policy aims for the most stigmatised.

Natalie Bennett

Natalie Bennett

The only party to take part in the discussion was Natalie Bennett, leader of the Green Party, who sent me a link to the relevant section of their education policy statement. No-one expects the Greens to form the next UK Government, but they are polling well enough at the moment to suggest that they might be able to influence a minority Labour Government if that is what we get. So here is what they have to say about adult learning:

ED260 As stated in the Introduction the Green Party believes that life-long learning will help to create a healthy society.

ED261 As adult education is constantly evolving it demands a flexible approach to new courses whilst ensuring core aspects of education are preserved even where enrolment is low.

Policy

ED262 There should be funded opportunities to study at any level at any stage of life. This is essential for the 21st century; it may be done increasingly on-line, but with local centres for study support groups and face-to-face meetings with tutors.

ED263 To promote accessibility it will be provided in town centres rather than in out of town universities where possible.

ED264 There will be a minimum requirement to provide free education for adults to learn essential literacy, numeracy and life skills including Parenting programmes, and to acquire skills and qualifications which will help them directly gain employment. This will include provision for distance and e-learning, following models such as that of the Open University.

ED265 Adult education should embrace and encourage learning for learning’s sake and as such funding for additional courses will be decided at a local level, without it having to be target-driven and focused only on qualifications.

Like a lot of Green Party policies, there are gaps and loose ends. Funding is one, but so is responsibility for aligning supply and demand. For example, how does this relate to the Party’s policies on decentralisation – and how far will local government have any part in local delivery? Nevertheless, it is welcome that one of our smaller but still serious parties is developing clear policies that do not rely primarily on the free market, with all the inequalities and inefficiencies that untrammeled markets involve.

Note: I am a member of the Green Party